Written Answers Nos. 141-160
141. Deputy Brian Stanley asked the Minister for Education the position regarding the calls for an acceleration of the proposed works and refurbishment for a school (details supplied) in County Laois. [4614/22]
Amharc ar fhreagraI can confirm to the Deputy that the school in question has been chosen as part of the 2022 Pathfinder programme to undergo extensive fabric upgrade to improve the energy performance of the building and installation of renewable energy solutions.
My Department understands that the project at this school is proceeding as planned with the school management engaging with the design team with the designs progressing to the agreed programme. The expectation is that the full retrofit in cooperation with the school's Board of Management will be completed this year, with the bulk of the works completed over the summer break.
The National Development Plan 2021-2030 which was published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. There continues to be a strong Climate Action dimension to this additional and modernisation programme.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. The deep energy retrofit programme for schools built prior to 2008 is due to be rolled out as included in the National Development Plan.
The pathfinder programme has retrofitted 41 schools across Ireland to date with work on an additional 9 schools added in 2021 underway. 2022 sees six additional schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
142. Deputy Alan Farrell asked the Minister for Education if she will provide an update on the recruitment of teachers and special needs assistants in line with Budget 2022; and if she will make a statement on the matter. [4611/22]
Amharc ar fhreagraAs a result of Budget 2022, 1,330 additional teaching posts will be funded in the 2022/23 school year, to cater for a reduction in pupil teacher ratio at primary level and additional teachers in special education.
Staffing arrangements for the 2022/23 school year will be published in the coming weeks and it is at this stage, schools will be able to establish their staffing for September and begin the recruitment process for 2022/23 school year.
Budget 2022 announced details of €9.2 billion in funding for education and includes funding for an additional 1,165 SNAs (in 2022) to provide support to children with special educational needs, which will bring the total number of SNAs to 19,169 at the end of December 2022. This represents an increase of 81% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The NCSE has published statistical information regarding SNA allocations for all schools which can be accessed on the NCSE website at www.ncse.ie.
143. Deputy Dara Calleary asked the Minister for Education if she will report on improved employment conditions for school secretaries and caretakers; and if she will make a statement on the matter. [4671/22]
Amharc ar fhreagraSchool secretaries and caretakers are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the WRC, an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach is being taken to the development of proposals.
Following intensive discussions at the WRC on 13th September 2021, there was significant progress in this dispute. Subject to agreement on all elements of the claim, the Department has offered to move School Secretaries’ pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. The Department has also offered to improve the conditions for School Secretaries with regard to sick leave, annual leave and maternity provisions for this cohort of staff.
Further dialogue has taken place between the parties on these issues since 13 September with the aim of reaching an overall agreement. The talks continue, most recently at a meeting at the WRC on 26 January; the parties are to meet again next month, following reflection on the matters discussed at that meeting.
I welcome the continued engagement between the parties and I encourage all stakeholders to focus on finalising an agreement.
145. Deputy Aodhán Ó Ríordáin asked the Minister for Education the steps her Department is taking to address higher energy costs within schools. [4691/22]
Amharc ar fhreagraMy Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
My Department’s Technical Guidance Documents set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects.
Schools that are designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with current schools typically achieving up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
All new technologies and approaches are tested to ensure compatibility with school design and operational requirements. Successful and repeatable results are then incorporated into all new school designs and refurbishments. The Departments policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie, which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
In the interest of sustainability, it is critical that renewable applications are properly suited to the schools needs so as to reduce energy costs and carbon and not just applied for the sake of having renewables. It is also critical that we minimise the demand for energy before we invest in renewable energy applications. This has been assisted in previous years with the wall and attic insulation programme and the water conservation programme.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 as included in the National Development Plan. It is facilitating researchon a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
The longer-term outcome of the pathfinder will be to create an accurate and scalable model for energy efficient retrofits of schools across Ireland. The deep energy retrofit programme for schools built prior to 2008 is due to be rolled out as included in the National Development Plan.
The pathfinder programme has retrofitted 41 schools across Ireland to date with work on an additional 9 schools added in 2021 underway. 2022 sees six additional schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The Energy in Education website portal and advice programme (Joint programme between SEAI and Dept. of Education) also assists schools reduce their energy consumption and empowers participating schools and pupils to learn the benefits of sustainability. www.energyineducation.ie. Typically savings of between 5 to 10% are identified through low and no cost measures, while some schools participating have identified potential savings of up to 15 % or more.
Furthermore my Department provides capitation funding to all recognised schools in the Free Education Scheme. The main grant is the capitation grant to cater for day to day running costs including heating costs.
My Department has also ensured that centrally negotiated rates are available to schools for electricity and bulk heating fuels. These rates are available through existing frameworks sourced by the Office of Government Procurement (OGP). OGP has run competitions specifically for Schools at a national level and the Schools Procurement Unit and the Department has communicated with schools and school management bodies informing them of the options available to them through these national arrangements. Information on how to avail of these arrangements is available via the Schools Procurement Unit website, www.spu.ie.
146. Deputy Aindrias Moynihan asked the Minister for Education the progress on the delivery of an ASD unit for a second-level school in Ballincollig, County Cork; if delivery for this unit will be in August or September 2022; and if she will make a statement on the matter. [4640/22]
Amharc ar fhreagraI would like to assure the Deputy that the provision of accommodation for pupils with special education needs is a priority for my Department and my officials are aware of the pressing requirement for the provision of post primary classes for pupils with special education needs in Ballincollig.
My Department is working to put appropriate accommodation in place as quickly as possible in order to facilitate the establishment of classes for pupils with special education needs at the earliest possible date.
147. Deputy Peadar Tóibín asked the Minister for Education the total amount in pension contributions for teachers made by her Department in 2021; and the projected total pension contributions in each of the years 2022 to 2025. [4722/22]
Amharc ar fhreagraMy Department acts as paymaster for teachers employed by the management authorities of Primary, Voluntary Secondary and Community and Comprehensive Schools. My Department does not make pension contributions on behalf of teachers. However, during 2021 my Department facilitated the deduction of €204.7m in pension contributions from teachers in respect of their membership of superannuation schemes. Based on the pension contributions deducted in recent years It is projected that there will be a 4.5% annual increase in contributions deducted.
148. Deputy Neale Richmond asked the Minister for Education the changes made to relationships and sexuality education in schools; and if she will make a statement on the matter. [4689/22]
Amharc ar fhreagraAccess to Relationships and Sexuality Education (RSE) is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships and making appropriate legislative changes, if necessary.
SPHE is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. RSE is required at all levels, from primary through to Senior Cycle.
All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for Relationship and Sexuality Education is developed and taught in the context of the school’s RSE policy. Schools are required to teach all aspects of the RSE programme, including family planning, sexually transmitted infections and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about these issues.
As the Deputy will be aware, following a review of RSE in schools across all stages of education the National Council for Curriculum and Assessment (NCCA) established two development groups, one for primary and one for post-primary, to oversee development work in this area.
The immediate focus of the NCCA work has been on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum and to provide guidance on how SPE/RSE may be approached in a comprehensive way that meets the needs of young people today. The toolkits are available online and are being used by schools.
These toolkits will be expanded during 2022 to include further age and stage appropriate guidance for teachers on how to address the important and sensitive topics within the SPHE classroom.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle. It is expected that a revised Junior Cycle specification will be completed by the end of 2022, following a period of public consultation. Updated specifications for primary and senior cycle will follow immediately afterwards.
149. Deputy David Stanton asked the Minister for Education her plans for a special school in an area (details supplied); and if she will make a statement on the matter. [4616/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs.
This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Through ongoing consultation with schools and parents at local level the NCSE is aware of students who will be seeking placement for the 22/23 academic year.
My Department works in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
Parents seeking special class placements for their children are advised to contact their local SENO so that their needs can be taken into account for planning purposes.
Throughout 2020 and 2021 the Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for SEN placements ahead of the new school year. This intensive intervention has seen an additional 301 special classes already opened nationwide for the 2021/22 school year.
Two new special schools, one in Cork and one in Dublin also opened for the 2021/22 school year.
This targeted approach will continue in identifying demand for future SEN placements throughout the country, including the area referred to by the Deputy.
Families who need support or advice should contact their local SENO.
150. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to concerns related to the lack of flexibility in the allocation system for school buses; if a review of the qualifying criteria for places is proposed by her Department; and if she will make a statement on the matter. [4593/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the scheme, children are eligible for school transport if they satisfy the distance criteria (3.2km at primary and 4.8km at post-primary) and are attending their nearest school as determined by the Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time for the 2021/22 school year are accommodated on school transport services where such services are in operation.
In addition all post-primary pupils who are otherwise eligible for school transport but are attending their second nearest school and who have applied and paid on time are accommodated on school transport services where such services are in operation. This arrangement is in place for current school year pending completion of the full review of the School Transport Scheme.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and are offered seats where capacity exists after all eligible children have been catered for.
My Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Following commencement of this review the Steering Group presented me with an initial interim report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, I approved the extension of temporary alleviation measures in the current school year for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time.
Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. The Steering Group will continue to report to me on an interim basis as the review progresses. While work on the review has been impacted somewhat by the ongoing challenges of the pandemic, efforts are continuing to complete the review as close as possible to the previously announced timeline which is end of Q1 2022.
151. Deputy Alan Dillon asked the Minister for Education the status of granting the final approval for an extension at a secondary school (details supplied) in County Mayo; the average timeline involved in granting final approvals; and if she will make a statement on the matter. [4710/22]
Amharc ar fhreagraI can confirm to the Deputy, that my Department is in receipt of an application from the school in question, for capital funding under the Additional Schools Accommodation Scheme (ASA). This application is currently being processed by my officials. The school authorities will be contacted with a decision when the assessment process has been completed.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Educational Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
As the Deputy may be aware, the National Development Plan 2021-2030 which was published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025.
The key drivers of the education sector capital programme are demographic change, alignment with housing provision and national planning at school planning area level, construction costs, catch-up to address the legacy of underinvestment and climate action objectives including deep energy retrofit. The Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involves in excess of 1200 projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme.
Given the size of the school building programme and the substantial level of exchequer funding involved, the Deputy will appreciate that applications for capital funding vary greatly in levels of complexity. All applications are carefully and fully considered including detailed technical assessment in order to arrive at the optimum decision for all stakeholders.
153. Deputy Niamh Smyth asked the Minister for Education her strategy to ensure that gender-based violence is addressed as part of the school curriculum; and if she will make a statement on the matter. [4666/22]
Amharc ar fhreagraThere are developments in two areas of my Department’s policies concerning sexual harassment.
Firstly, in relation to the school curriculum, Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (RSE) is required at all levels, from primary through to Senior Cycle. Topics covered at post-primary include: sexual harassment; healthy and unhealthy relationships; consent; domestic gender-based and sexual violence; dating violence and rape.
The Programme for Government commits to the development of inclusive and age appropriate curricula for RSE and SPHE.
Following a review of RSE in schools across all stages of education the National Council for Curriculum and Assessment (NCCA) established two development groups, one for primary and one for post-primary, to oversee development work in this area.
The immediate focus of the NCCA work has been on creating support materials for teachers as part of an online Interim Guidance Toolkit. The toolkit will support effective teaching and learning of SPHE/RSE linked to the current curriculum and provide guidance on how SPHE/RSE may be approached in a comprehensive way that meets the needs of young people today. There are resources to help teachers in teaching about rights and responsibilities in relationships, how to recognise healthy, unhealthy and abusive relationship, how to interact safely and respectfully the influence of the media on young people's understanding and expectations, sexual consent and assertive communication.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle.
Consent education will be included within the learning outcomes for RSE, across all levels, based on the principle that consent is a core dimension of all healthy interpersonal relationships.
Secondly, I have announced a review of the 2013 Action Plan on Bullying action plan and procedures on bullying. This review will take account of developments and relevant research since the action plan and procedures were published and will specifically consider areas such as cyber bullying and gender identity bullying and sexual harassment.
The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science Report on School Bullying and the Impact on Mental Health which was published in August 2021.
The review will involve significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and will also involve consultation with a broad range of education stakeholders, including parents and students.
154. Deputy John Lahart asked the Minister for Education her views on the impact of Covid-19 on retention rates for students and the gap in retention between DEIS and non-DEIS schools; her plans to address same; and if she will make a statement on the matter. [4663/22]
Amharc ar fhreagraDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. In the 2021/22 academic year there are 884 schools in the DEIS Programme - 687 Primary and 197 Post Primary, serving over 180,000 pupils. This represents approximately 20% of the overall school population. The total Department spend on DEIS in 2021 is over €150 million, which includes over €26 million for the School Completion Programme (SCP).
Budget 2022 has allocated the largest-ever increase in funding for the DEIS programme, providing for an additional allocation of €18 million in 2022 (€32 million over a full year) which will enable an expansion in 2022 of the DEIS programme to further schools. This means that by 2023 the Irish Government will target over €180 million at addressing educational disadvantage through the DEIS programme, an increase of 20% on the 2021 allocation.
All DEIS Schools are required to develop three-year action plans for improvement under the DEIS themes of: Attendance, Retention, Literacy & Numeracy, Supporting Educational Transitions, Partnership with parents and others and, (in the case of post-primary schools), Examination Attainment. Schools are expected to regularly monitor their progress and make necessary adjustments in light of experience.
Tusla Education Support Service (TESS) has three strands namely the Statutory Educational Welfare Service (EWS) and the two school support services the Home School Community Liaison Scheme (HSCL) and the School Completion Programme (SCP). TESS is a key support to the schools participating in the DEIS programme. The three TESS strands work together collaboratively with schools, families and other relevant services to achieve the best educational outcomes for children and young people. All three strands share the same national outcomes: improved attendance, participation and retention.
The latest Retention Report published by my Department measures the percentage of students who entered the first year of post-primary school in 2014 and who completed Leaving Certificate in 2019, or 2020 (for those who availed of transition year). The Report shows that 91.5% of the students who entered first year of post primary school in 2014 completed their Leaving Certificate in 2019 or 2020, while 97.6% sat the Junior Certificate examination in 2017 or 2018.
Schools participating in the DEIS programme have seen retention rates to Leaving Certificate improve since the introduction of DEIS - from 68.2% for the 2001 entry cohort to 84.8% for the 2014 entry cohort. The gap in retention rates between DEIS and non-DEIS schools has narrowed from a gap of 16.8% for the 2001 entry cohort to 8.6% for the 2014 entry cohort.
In 2020, and again in 2021, all DEIS schools were provided with the opportunity to run a summer programme as a response to the challenges faced by schools due to school closures under Covid 19. Schools were asked to identify those students at greatest risk of educational disadvantage to participate in the programme.
In addition, in September last, I announced a Covid Learning and Support Scheme (CLASS) to help schools mitigate the adverse impacts of Covid-19 on student learning loss and wellbeing arising from the periods of school closures in 2020 and 2021. Provision is being made for up to €52 million in extra teaching hours for schools during the current school year. Under the programme, a block of additional teaching hours is being provided to each recognised school. Enhanced allocations are provided under CLASS for DEIS schools. DEIS Schools may use the additional teaching hours in accordance with the needs of their students. This will enable DEIS schools to identify students most at risk of learning loss arising from the recent disrupted school experience and put in place specific targeted teaching supports to meet these students’ needs.
155. Deputy Brendan Griffin asked the Minister for Education the contingency plans that have been enacted by her Department during the 2020-2021 and 2021-2022 academic years to date to prepare for the leaving certificate 2022; if she has similar plans for leaving certificate 2023; and if she will make a statement on the matter. [4650/22]
Amharc ar fhreagraPlanning for the 2022 state examinations has been underway by my Department and the State Examinations Commission for some time. In similar fashion to 2020 and 2021, this work has been assisted by an advisory group of key stakeholders.
In recent weeks, I have attended a meeting with the Advisory Group on State Examinations, which has representatives of students, parents, teachers, school managerial bodies, the further and higher education sector, and the State Examinations Commission. Following on from this meeting, I met with the members of the advisory group on a bilateral basis and also had further engagement with each of them thereafter. I have listened carefully to what each of these stakeholders has had to say and examined each of their points.
Following consideration of this matter by Government , I announced today the decision: to operate an examinations approach for Leaving Certificate in 2022, with significant further adjustments to the examinations; and to provide students with a commitment that the overall results of Leaving Certificate 2022 will not be lower than in 2021. As the Deputy may be aware, it would not have been possible to run Accredited Grades in the same manner as last year, as Junior Cycle data was unavailable for 25% of our students.
The further extensive changes I have announced to the examination papers, over and above those announced in August 2021, mean that candidates: have greater choice in the papers; have less questions to answer; and still have the same amount of time as in a normal year to complete the examination. For example, in mathematics on each paper, instead of having to answer all ten questions, candidates will only have to answer six.
This is in addition to previously announced changes, such as the running of the Leaving Certificate Oral Examinations and Music Practical over the first week of the Easter Break.
Timeframes for certain assessment elements of the Leaving Certificate Applied examinations have also been pushed out. Schools were also reminded of the flexibilities regarding the dates for completion and authentication of examination Coursework.
For certain specified categories of students who are unable to sit their examinations in June there will be an alternative sitting of the Leaving Certificate examinations. This will be provided for students who, due to serious illness, close family bereavement, or for Covid-related reasons based on public health advice, are unable to sit one or more papers in the first sitting of the examinations. There will be strict eligibility criteria applying to this contingency sitting, to be developed by the State Examinations Commission.
I believe that the decision I announced today will provide Leaving Certificate students of 2022 with an opportunity for their learning and attainment at the end of their post-primary education to be assessed, and will enable them to progress to the next stage of their lives. It also provides the certainty and clarity in this matter that had been requested by schools and parents.
My Department and the State Examinations Commission will begin planning for the 2023 examinations immediately after the 2022 examinations.
156. Deputy Brian Stanley asked the Minister for Education the status of the new building for a school (details supplied) in County Laois; and the expected timeline for work to begin. [4615/22]
Amharc ar fhreagraThe project refrred to be the deputy has been devolved for delivery to Laois & Offaly Education and Training Board (LOETB).
I can confirm that a design team to deliver this project was appointed by the ETB in late April 2021, and the Design Team is currently preparing the Stage 1 report (preliminary design).
It is not possible to provide a timeline for completion of the project at this early stage.
157. Deputy Aodhán Ó Ríordáin asked the Minister for Education her views on whether single sex schools are an outdated model for both primary and secondary schools; and the steps her Department will take to migrate to a fully co-educational model. [4656/22]
Amharc ar fhreagraI wish to advise the Deputy that the decision-making authority in respect of the status of existing schools, including whether they are single sex or co-educational, belongs to the Patron, subject to the agreement of the Department.
Procedures in place since 2011 dictate that new schools are established to serve areas of significant demographic growth. This allows the Department to direct capital investment to areas of most need. Generally, where a new school is identified as the optimum solution, such new school provision (primary and post-primary) is co-educational in nature. Co-educational schools provide greater flexibility than single sex schools in terms of meeting demographic and school accommodation requirements in an area. Single-sex provision may, however, be made if there is an identified imbalance between the capacities of single-sex schools in the area.
With respect to school building projects generally, replacement school buildings for existing schools, other major building projects and smaller scale Additional School Accommodation scheme projects are approved on the basis of the accommodation need and single-sex schools are not excluded from such provision.
158. Deputy Colm Burke asked the Minister for Education the supports that have been provided to DEIS schools and their staff and pupils in order to assist with learning during Covid-19 pandemic, particularly with online learning; the measures that will be taken to assist online learning going forward in these schools; and if she will make a statement on the matter. [4609/22]
Amharc ar fhreagraDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. In the 2021/22 academic year there are 884 schools in the DEIS Programme - 687 Primary and 197 Post Primary, serving over 180,000 pupils. This represents approximately 20% of the overall school population. The total Department spend on DEIS in 2021 was over €150 million, which includes over €26 million for the School Completion Programme (SCP).
Budget 2022 has allocated the largest-ever increase in funding for the DEIS programme, providing for an additional allocation of €18 million in 2022 (€32 million over a full year) which will enable an expansion in 2022 of the DEIS programme to further schools. This means that by 2023 the Irish Government will target over €180 million at addressing educational disadvantage through the DEIS programme, an increase of 20% on the 2021 allocation.
The full list of supports provided to DEIS schools is available at: www.gov.ie/en/policy-information/4018ea-deis-delivering-equality-of-opportunity-in-schools/#supports-to-deis-schools.
A number of supports were provided by my Department since March 2020 to help DEIS schools mitigate the adverse impacts of Covid-19 on student learning loss and wellbeing arising from the periods of school closures in 2020 and 2021 and to support students most at risk of educational disadvantage.
During the Covid-19 pandemic my Department issued extensive guidance material to assist schools and teachers with the continuity of learning. This guidance was developed in consultation with all relevant stakeholders including teachers, parents and learners. The guidance included provision to support the continuity of teaching and learning in response to the Covid-19 restrictions for those learners unable to engage with online learning.
The DEIS grant for the 2020/21 school year was paid ahead of schedule to all DEIS schools to help support students who were most at risk of educational disadvantage during the Covid-19 school closures. Schools were able to use this grant funding, if required, to support existing programmes to ensure continuity of learning, particularly for those most at risk.
In 2020, and again in 2021, all DEIS schools were provided with the opportunity to run a summer programme as a response to the challenges faced by schools due to school closures under Covid 19. Schools were asked to identify those students at greatest risk of educational disadvantage to participate in the programme.
In September last, I announced a Covid Learning and Support Scheme (CLASS) to help schools mitigate the adverse impacts of Covid-19 on student learning loss and wellbeing arising from the periods of school closures in 2020 and 2021. Provision is being made for up to €52 million in extra teaching hours for schools during the current school year. Under the programme, a block of additional teaching hours is being provided to each recognised school. Enhanced allocations are provided under CLASS for DEIS schools. DEIS Schools may use the additional teaching hours in accordance with the needs of their students. This will enable DEIS schools to identify students most at risk of learning loss arising from the recent disrupted school experience and put in place specific targeted teaching supports to meet these students’ needs.
Under the Digital Strategy for Schools 2015-2020 funding of €210m issued to all recognised primary and post-primary schools, with a 10% weighting applied to schools in the DEIS programme, that is, those with concentrated levels of disadvantage. This included €100m that issued in 2020 to support schools in the continuity of teaching and learning during the pandemic. Schools were advised that this funding could be used to support learners through the provision of devices on loan, for example.
€50m issued in 2021, to continue to support schools to manage requirements arising owing to the pandemic during COVID-19 as well as the ongoing embedding of the use of digital technologies in teaching and learning. The funding can be used within schools to support learners who were impacted during the period of disruption and change caused by the pandemic. In instances where social distancing means classes may need to be dispersed to other spaces in the school, the funding can be used to provide digital equipment to allow for delivery of lessons and online learning. Schools can also use the funding to support remote or blended learning should it be necessary for a class or group, or high risk individual where isolation is necessary for a limited period.
It should also be noted that this funding will be a key enabler of my Department’s new Digital Strategy for Schools which is under development currently. Consultation on the new Strategy has now concluded, and involved an open call for submission, questionnaires to principals, teachers, parents and students, and focus groups involving key stakeholders including those from the charity sector, to inform the new Strategy.
My Department secured €50m in funding under the National Recovery and Resilience Plan and that funding issued to schools in December 2021. Under the terms of the Scheme, funding issued directly to all recognised primary, special and post-primary schools in the free education schemes in 2021. Under the scheme schools are required to target the funding to support for pupils and student at risk of educational disadvantage arising from the digital divide. Schools in the DEIS programme received twice the allocation on the basis of the known level of concentrated disadvantage in DEIS schools.
My Department also received funding under Ireland’s National Recovery and Resilience Plan for a project to provide all remaining primary schools with high speed broadband connectivity by end 2022/early 2023. This project will supplement delivery of high speed broadband alongside delivery under the National Broadband Plan and commercial provision through the Schools Broadband Programme. This will ensure parity of access to appropriate broadband across all schools in the country.
In terms of measures to further support online digital learning, extensive support and advice for teachers and schools to provide remote learning is available through the Professional Development Service for Teachers and its Technology in Education team. The Department funded Scoilnet portal which contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the use of digital in teaching and learning.
159. Deputy Pádraig O'Sullivan asked the Minister for Education the efforts that are being made to provide an additional secondary school in Cork city and in the eastern suburbs of Cork given the exceptional demand for school places and lengthy waiting lists; and if she will make a statement on the matter. [4604/22]
Amharc ar fhreagraAs the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
My Department's projections of post primary school place requirements in East Cork show some continued growth in enrolments in the short- to medium-term across most areas, with most growth anticipated in the Midleton_Carrigtwohill school planning area.
However, in response to projected future need and to enrolment pressures in the area, there has been significant capital investment by my Department at post primary schools in East Cork. A new post primary school, Carrigtwohill Community College, was established in 2016. A project to deliver a new, modern 1,000 pupil school building for that school is underway. Additionally, an extension at St. Colman's Community College, Midleton has been recently completed and a number of other large school building projects are also in train, delivering expanded capacity at St. Aloysius' College in Carrigtwohill, Midleton CBS, St. Mary's High School in Midleton, Pobalscoil na Tríonóide in Youghal, Coláiste an Phiarsaigh in Glanmire and Coláiste Mhuire in Cobh.
While my Department is aware of increasing pressures and demand for additional school places in East Cork, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in East Cork areas, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
Additionally, my Department will continue to work to advance the planned and current projects in East Cork and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future.
Given medium- to long-term projected demographic trends, it is not currently anticipated that there will be a requirement for a further new post primary school in the area, nevertheless, my Department will continue to monitor the situation.
160. Deputy Michael Moynihan asked the Minister for Education the status of the review of the school transport system; when the final report is expected; and if she will make a statement on the matter. [4669/22]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
My Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
Following commencement of this review the Steering Group presented me with an initial interim report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, I approved the extension of temporary alleviation measures in the current school year for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time.
Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. The Steering Group will continue to report to me on an interim basis as the review progresses.
